Good questions are particularly suited to this because they have the potential to make children more conscious of what they do know and what they don’t know. That’s, students can become conscious of where their understanding is incomplete. The earlier question about area and perimeter revealed that by thinking about area and perimeter together the student is manufactured conscious of the truth that the location may change even although perimeter is fixed. The act of trying to perform the question can help children gain a much better understanding of the concepts involved. The manner in which some children went about answering these question illustrates this point.
James and Linda measured along the basketball court. James said so it was 25 yardsticks long, and Linda said so it was 24 ½ yardsticks long. How could this happen?
Some fifth and sixth grade students were asked to talk about this question in groups. They suggested many different plausible explanations and were then asked to suggest what they require to consider when measuring length. Their list have to agree with quantities of accuracy, agree with the place to start and finish, and the importance of starting at the zero on the yardstick, avoid overlap at the ends of the yardsticks, avoid spaces between the yardsticks, gauge the shortest distance in a straight line.
By answering the question the students established for themselves these essential aspects of measurement, and thus learned by doing the task.
As we’ve discussed, the way students answer good questions can also show the teacher should they understand the style and can give a clear indication of where further work is needed 2021 Neco mathematics runz. If Linda’s teacher hadn’t presented her with the great question she would have thought Linda totally understood the concepts of area and perimeter. In the above example, the teacher could note that the children did understand how to use a musical instrument to measure accurately. Thus we could see so good questions are useful as assessment tools, too.
Several Acceptable Answers
Many of the questions teachers ask, especially during mathematics lessons, have only 1 correct answer. Such questions are perfectly acceptable, but there are numerous other questions which have several possible answer and teachers should make a point of asking these, too. Each of the good questions that individuals have already viewed has several possible answers. Because of this, these questions foster higher level thinking since they encourage students to develop their problem-solving expertise at the same time because they are acquiring mathematical skills.
There are different quantities of sophistication where individual students might respond. It is characteristic of such good questions that each and every student will make a valid response that reflects the extent of the understanding. Since correct answers can get at several levels, such tasks are particularly befitting mixed ability classes. Students who respond quickly at a superficial level can be asked to find alternative or maybe more general solutions. Other students will recognize these alternatives and visit a general solution.
In this information, we’ve looked more closely at the three features that categorize good questions. We’ve seen that the caliber of learning is related both to the tasks directed at students and to the caliber of questions the teacher asks. Students can learn mathematics better should they work with questions or tasks that require a lot more than recall of information, and where they could learn by the act of answering the question, and that enable for a variety of possible answers.